
J A 

Group -Discussion Syllab 
of Psyckology 



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TOPICS. QUESTIONS AND REFERENCES 

FOR AN INTRODUCTORY 

COLLEGE COURSE 



DANIEL BELL LEARY, PH. D. 

Professor of Psychology 
IKttlti^raitg of lufiTalo 




COLLEGE OF ARTS AND SCIENCES 

BUFFALO. NEW YORK 
1920 



i 



FEB 19 1920 




Group -Discussion Syllabus 
of Psyckology 



TOPICS. QUESTIONS AND REFERENCES 

FOR AN INTRODUCTORY 

COLLEGE COURSE 



DANIEL BELL LEARY, PH. D. 

Professor of Psychology 





COLLEGE OF ARTS AND SCIENCES 
Uttttt^rfittg of luffaln 

BUFFALO, NEW YORK 
1920 



TO THE 

(Bxmttx TSinmxBxt^ of Suffalo 



COPYRIGHT 1920 

BY THE 



©CI.Ar)6iy09 



Digitized by the Internet Archive 
in 2011 with funding from 
The Library of Congress 



http://www.archive.org/details/groupdiscussionsOOIear 



PREFACE 

This introductory college course in psychology, sketched out 
originally through the medium of weekly mimeographed sheets as the 
class progressed from topic to topic, is intended to serve several pur- 
poses. Briefly, its purposes are as follows : to do away with the text 
book method and the consequent almost inevitable emphasis of one 
point of view and dependence upon it; to make necessary, not merely 
to encourage, wide reading on every topic, which automatically re- 
quires thinking, comparison and selection on the part of the student; 
to offer a sufficiently broad basis for both a more advanced course in 
general psychology, as well as a course in educational psychology; 
finally, to apply, in some little measure, at least, the methods and the 
conclusions of psychology, in the particular instance of the study of 
its own field. 

No text was used; instead, references to opposing points of view 
were indicated for each topic, and the class hour was devoted to a 
discussion of these, and the process of sifting from them that which 
was in accord with the general purpose of the class, the fundamental 
principles obtained from the first few discussions, and the general 
point of view of the instructor. Lectures and 'recitations' were con- 
stantly subordinated to the class discussion, to which each member 
of the group was expected to contribute his share. 

References on each topic have been indicated at the bottom of 
each question sheet simply by the name of the author, in the belief, 
substantiated by experience, that the process of 'finding a reference', 
and selecting the pertinent material from a complete book or article 
is more conducive to acquiring familiarity both with a given book as 
well as an appreciation of the relation of different topics to one an- 
other in a given book and, finally, to a quicker and a more intimate 
acquaintance with the bibliography as a whole. The class understood 
that the references listed in this way were suggestive only, and that 
other books, both in the bibliography as well as some not listed at all 
were perhaps equally valuable. Readings in languages other than 
English, and magazine articles constitute such extra bibliographical 
material, both of which though not listed, were accessible to the class. 
References are also divided into two groups, I and II, which contain, 
respectively, the simpler, and the more advanced readings on a given 
point. Where a given author has several references listed under his 
name, each is indicated by a number in parenthesis, i. e., (1) and (2) 
indicating respectively the first and the second titles under any given 
name, and so on. 

The exact point of view adopted, as shown by both the selection 
and arrangement of topics, as well as by the treatment given them, 
is not as severely objective as some exponents of Behaviorism would 
perhaps demand, but the course is, as was stated above, introductory 
to the subject, and the attainment and constant preservation of an 
absolutely objective point of view, even if desirable, was early seen 
to be inexpedient. With such a- foundation as here given, with the 
constant isolation and comparison of the objective and other elements 



in a given situation, far greater stress can be laid on the elements of 
'situation-response-bond' in following courses. 

The course is planned to run for a college year, three hours a 
week. Occasional experiments may be given, both in the laboratory, 
with simple apparatus, and in the class room, with the emphasis placed 
on method rather than the attainment by untrained individuals of 
exact results at the beginning of their study of the subject. The 
course can, however, be given in less time, by requiring less detail in 
the discussion of the questions. 

DANIEL BELL LEARY. 



LIST OF TOPICS 

I. The Field of Psychology 

II. The Psycho-Physical Organism 

III. The Structural Basis of Mental Functions 

IV. The Relation of the Mental and the Physical 

V. Some Concrete Examples of Relationship 

VI. Psychological Methods 

VII. Definitions and Sub-Divisions of Psychology 

VIII. Some Concrete Problems of Psychology 

IX. Attention; I. 

X. Attention; II. 

XI. Sensation; I. 

XII. Sensation; 11. 

XIII. Organic, Kinaesthetic and Cutaneous Sensations 

XIV. Olfactory and Gustatory Sensations 

XV. Auditory and Visual Sensations 

XVI. Perception; I. 

XVII. Perception; II. 

XVIII. Memory; I. 

XIX. Memory; 11. 

XX. Imagination 

XXI. Association 

XXIL Thinking; I 

XXIII. Thinking; II. 

XXIV. Thinking; III. 

XXV. Affection and Feeling; I. 

XXVI. Affection and Feeling; II. 

XXVII. The Emotions; I. 

XXVIII. The Emotions; II. 

XXIX. Types of Behavior 

XXX. The Will 

XXXI. The Self 

XXXII. Some General Considerations 



s> 



BIBLIOGRAPHY 



(References are grouped under the separate letters of the alphabet, but 
within each such group the arrangement ist not strictly alphabetical, but roughly 
in order of use and convenience. The simpler, the more concrete, and those 
more frequently referred to are listed first, the more abstract- the more difficult, 
and those cited less frequently are nearer the end of each alphabetical group.) 



Angell J K 

Arnold F 
Anderson B M 
Ames E S 
Adams H F 
Adler A 
Abbott D P 
Breese B B 
Baldwin J M 



Binet A 

Boas F 
Brinton D G 
Bagley W C 
Barr M W 

Binet and Simon 



Brill A A 
Burr C B 
Bloomfield M 
Bromwell J M 
Brett G S 
Cooley C H 



Colvin and Bagley 
Colvin S S 
Claparede E 

Coe G A 



Calkins M W 
Cannon W B 
Crile C W 
Conklin E G 
Crampton H E 
Coover J E 
Crawford W J 
Dunlap K 



l"sycnoiog> 

Chapters from Modern Psychology 

Attention and Interest 

Social Value 

The Psychology of Religious Experience 

Advertising and Its Mental Laws 

The Neurotic Constitution 

Behind the Scenes with the Mediums 

Psychology 

The Story of the Mind 

Dictionary of Philosophy and Psychology 

The Individual and Society 

Social and Ethical Interpretations in Mental Develop- 
ment 

History of Psychology 

Mental Development in the Child and in the Race 

Psychology of Reasoning 

Alterations of Personality 

The Mind of Primitive Man 

The Basis of Social Relations 

The Educative Process 

Mental Defectives, Their History, Treatment and 
Training 

Mentally Defective Children 

A Method of Measuring the Development of the 
Intelligence of Young Children 

Psychoanalysis 

Psychology and Mental Disease 

Readings in Vocational Guidance 

Hypnotism 

A History of Psychology 

Human Nature and the Social Order 

Social Process 

Social Organization 

Human Behavior 

The Learning Process 

Experimental Pedagogy and the Psychology of the 
Child 

Th-e Religion of a Mature Mind 

The Spiritual Life 

Introduction to Psychology 

Bodily Changes in Pain, Hunger, Fear and Rage 

Origin and Nature of the Emotions 

Heredity and Environment 

Doctrine of Evolution 

Experiments in Psychical Research 

The Reality of Psychic Phenomena 

A System of Psychology 

An Outline of Psychobiology 



Dewey J 
Donaldson H H 
Davenport F M 
Durkheim E 
Dana C L 
Dessoir M 
Darwin C 
Davenport C E 
Driesch H 

Drever J 
Ebbinghaus H 
Edinger L 
Ellis H 
Ellwood C A 
Forel A 
Freud S 

Franz S I 
Freeman F N 

Fisk E W 
Gross H 
Groos K 

Gordon K 
Goddard H H 

Guthrie L B 
Gilbreth F S 



Goldmark J 
Gowin E B 
Galton F 
Greenwood M 
Hoffding H 
Hernick C J 
Hall G S 



Hildebrand A 
Holmes S J 

Hart B 
Holmes A 
Hollingsworth H L 



Hobhouse L T 

Holt E B 

Henderson L J 

HaMane J S 
Herbert S H 
Hunter W S 
Hirn Y 
Hyslop J H 
James W 



Judd C H 



How We Think 

The Growth of the Brain 

Primitive Traits in Religious Revivals 

Elementary Forms of the Religious Life 

Text-Book of Nervous Diseases and Psychiatry 

Outlines of the History of Psychology 

The Expression of the Emotions in Man and Animals 

Heredity in Its Relation to Eugenics 

The History and Theory of Vitalism 

The Problem of Individuality 

Instinct in Man 

Psychology, an Elementary Text-Book 

The Anatomy of the Central Nervous System of Man 

Studies in the Psychology of Sex 

Sociology in Its Psychological Aspects 

The Senses of Insects 

The Interpretation of Dreams 

Ps3^chopathology of Everyday Life 

Handbook of Mental Examination Methods 

The Psychology of the Common Branches 

Experimental Education 

An Elementary Study of the Brain 

Criminal Psychology 

The Play of Man 

The Play of Animals 

Esthetics 

Feeble-Mindedness, Its Causes and Consequences 

The Psychology of the Normal and the Sub-Normal 

Functional Nervous Disorders in Childhood 

Motion Study 

Psycholog-y of Management 

Fatigue and Efficiency 

The Executive and His Control of Men 

Inquiries into the Human Faculties 

Physiology of the Special Senses 

Outlines of Psychology 

Introduction to Neurology 

Youth 

Adolescence 

Founders of Modern Psychology 

The Problems of Form in Painting and Sculpture 

The Evolution of Animal Intelligence 

Studies in Animal Behavior 

The Psychology of Insanity 

Backward Children 

Vocational Psychology 

Advertising and Selling 

Mind in Evolution 

Development and Purpose 

Concept of Consciousness 

The Freudian Wish 

The Fitness of the Environment 

The Order of Nature 

Alechanism, Life and Personality 

Phvsiolog^' and Psychology of Sex 

General Psychology 

Origins of Art 

Science and a Future Life 

The Principles of Psvchology 

Psychology, Briefer Course 

Talks to Teachers 

Varieties of Religious Experience 

Does Consciousness Exist 

Psvchology. General Introduction 

Laboratory Equipment for Psychological Experiments 



Jennings H S 
Janet P 
Jung C G 
Jastrow J 



Kiilpe O 

Kirkpatrick E A 



King I 

Kelynack T N 
Klemm O 
Ladd G T 

Langfeld and Allport 
Ladd and Woodworth 
Lickley J D 
Loeb J 



Le Bon G 



Lee J 

Leuba J H 
Lapage C P 
Link H C 
Leary D B 
Lodge O 
McDougal W 



Miinsterberg H 



Miller I E 
Mvers C S 
M'Kendrick and Snod 

grass 
Meumann E 
Major D R 
Montessori M 
McComas H C 
Morgan L 



Moll A 



Moore B 
Meyer M 
Marshall H R 

Moore H T 
Mach E 



Psychology of High-School Subjects 

Genetic Psychology for Teachers 

Behavior of the Lower Organisms 

The Major Symptoms of Hysteria 

Psycho-analysis 

Character and Temperament 

Qualities of Men 

Fact and Fable in Psychology 

The Sub-Conscious _ 

Outlines of Psychology 

The Individual in the Making 

Fundamentals of Child Study 

Genetic Psychology 

The Development of Religion 

Defective Children 

History of Psychology 

Psychology, Descriptive and Explanatory 

An Elementary Laboratory Course in Psychology 

The Elements of Physiological Psychology 

The Nervous System 

Comparative Physiology of the Brain and Comparative 

Psychology 
The Organism, as a Whole 
The Mechanistic Conception of Life 
Psychology of Peoples 
The Crowd 

The Psychology of Revolution 
Play in Education 
Psychological Study of Religion 
Feeblemindedness in Children of School Age 
Employment Psychology 
A Group-Discussion Syllabus of Sociology 
The Survival of Man 
Psychology, the Study of Behavior 
Social Psychology 

Primer of Physiological Psychology 
Body and Mind 

Psychology, General and Applied 
Psychology and the Teacher 
Psychotherapy 

Psychology and Industrial Efficiency 
Business Psychology 
Psychology and Social Sanity 
On the Witness Stand 
Psychology of Thinking 
Text-Book of Experimental Psychology 



The Physiology of the Senses 

Psychology of Learning 

First Steps in Mental Growth 

Pedagogical Anthropology 

Psychology of Religious Sects 

Instinct and Experience 

Habit and Instinct 

Animal Life and Intelligence 

Introduction to Comparative Psychology 

Hypnotism 

The Sexual Life of the Child 

Origin and Nature of Life 

Fundamental Laws of Human Behavior 

Consciousness 

Mind and Conduct 

Pain and Pleasure 

Contributions to the Analysis of the Senses 



Norsworthy and Whit- 
ley 
Ogden R M 
Offner M 
Oppenheim N 
Osborn H F 
Pillsbury W D 



Preyer W 
Pratt J B 
Prince M 



Pyle W H 
Parmelee M 
Quackenbos J D 
Royce J 
Ribot T 

Ross E A 
Rusk R R 
Rachford B K 
Rand D 
Russell B 



Rowe S H 
Stout G F 




Sully J 


Sanford E C 
Seashore C E 


Stratton G M 



Sherington C S 
Stiles P G 
Shand A F 
Sandiford P 
Schulze R 
Starch D 
Shinn M 
Stoner W 
Starbuck E D 
Smath E M 
Sherlock E B 
Shuttleworth and Potts 

Sidis and Goodhart 
Scott W D 



Sidis B 
Stern W 
Sesson E O 
Swift E J 
Scripture E W 
Stoerring G 
Strong C A 
Strong E K 
Sidwick H 
Tead O 
Thomson J A 
Trotter W 



Psychology of Childhood 

An Introduction to General Psychology 

Mental Fatigue 

The Development of the Child 

Origin and Evolution of Life 

Attention 

Psychology of Reasoning 

Fundamentals of Pyschology 

The Mind of the Child 

Psychology of Religious Belief 

Dissociation of a Personality 

The Unconscious 

Outlines of Educational Psychology 

The Science of Human Behavior 

Hypnotic Therapeutics 

Outlines of Psychology 

The Psychology of Attention 

Psychology of the Emotions 

Social Psychology 

Introduction to Experimental Education 

Neuroses of Childhood 

The Classical Psychologists 

Scientific Method in Philosophy 

Why Men Fight 

Habit Formation and the Science of Teaching 

Manual of Psychology 

Groundwork of Psychology 

Analytic Psychology 

Handbook of Psychology 

Studies of Childhood 

A Course in Experimental Psychology 

Elementary Experiments in Psychology 

Psychology in Daily Life 

Experimental Psychology and its Bearing upon Culture 

Psychology of the Religious Life 

The Integrative Action of the Nervous System 

The Nervous System and Its Conservation 

Foundations of Character 

The Mental and Physical Life of School Children 

Experimental Psychology and Pedagogy 

Experiments in Educational Psychology 

Notes on the Development of a Child 

Natural Education 

Psychology of Religion 

The Investigation of Mind in Animals 

The Feeble-Minded 

Mentally Deficient Children, Their Treatment and 

Training 
Multiple Personality 

Increasing Human Efficiency in Business 
Theory of Advertising 
Psychology of Advertising 
The Psychology of Suggestion 

The Psychological Methods of Testing Intelligence 
The Essentials of Character 
Mind in the Making 
The New Psychology 

Mental Pathology in its Relation to Normal Psychology 
Why the Mind has a Body 
Introductory Psychology for Teachers 
Philosophy, Its Scope and Relations 
Instincts in Industry 
Introduction to Science 
Instincts of the Herd in Peace and War 



Tliorndike E L 



Titchener E B 



Tarde G 
Thomas W I 

Tracy F 
Tredgold A F 
Taylor F W 
Terman L M 
Tashiro S 
Urban W M 
Villa G 
Villiger E 
White W A 
Wilson E B 
Washburn M F 

Woodworth R S 
Watson J E 

Warren H C 
Ward J 
Wundt W 



Witmer L 
Wallas G 

Ward L F 
Warner F 



Wetterstrand O 
Whipple G M 
Watt H J 
Yerkes R M 
Yoakum and Yerkes 
Yerkes. Bridges and 
Hardwick 



The Elements of Psychology 

Educational Psychology 

Educational Psychology, Briefer Course 

Animal Intelligence 

Mental and Social Measurements 

The Original Nature of Man 

Text Book of Psychology 

Psychology of Feeling and Attention 

Experimental Psychology 

Experimental Psychology of the Thought Processes 

A Beginner's Psychology 

Laws of Imitation 

Source Book for Social Origins 

Sex and Society 

Psychology of Childhood 

Mental Deficiency 

Principles of Scientific Management 

Measurement of Intelligence 

A Chemical Sign of Life 

Valuation 

Contemporary Psychology 

Brain and Spinal Cord 

Mechanisms of Character Formation 

The Cell 

Movement and Mental Imagery 

The Animal Mind 

Dynamic Psychology 

Psychology from the Standpoint of a Behaviorist 

Behavior, an Introduction to Comparative Psychology 

Human Psychology 

Psychological Principles 

Outlines of Psychology 

Human and Animal Psychology 

Principles of Physiological Psychology 

Elements of Folk Pyschology 

Analytical Psychology 

The Great Society, A Psychological Analysis 

Human Nature in Politics 

The Psychic Factors of Civilization 

The Nervous System of the Child 

The Study of Children 

Hypnotism 

Manual of Mental and Physical Tests 

The Economy and Training of Memory 

Introduction to Psychology 

Army Mental Tests 

A Point Scale for Pleasuring Mental Ability 



(All of the above books will be found- either at the College or in the 
Grosvenor Reference Library. Dr. Shearer, the Librarian of the Grosvenor, 
requested a copy of this Bibliography before publication and, in a splendid spirit 
of co-operation volunteered to obtain all titles not already on his shelves.) 



. TO THE STUDENT 

Each of the question sheets in this course will contain a number 
of references, divided into two groups, I and II, the former listing 
the more simple and typical references, the latter the more difficult 
and general. Only the name of the author is given on the individual 
sheets, the titles will be found in the Bibliography. It is the task of 
the student to locate, by means of table of contents or index, the par- 
ticular portion of each book which applies to the topic he is studying 
at any given time. Each student is required to read at least three 
references for each sheet of questions, and to make note of such 
readings in a note-book which will be handed in to the instructor for 
examination and credit at the end of each quarter. The note-book 
is to contain the title, author, the exact pages read, an estimation of 
its value in terms of the letters A, B, C, D, E, — where the letter A 
stands for the highest rank, and whatever comments, criticism or sug- 
gestions the student cares to make with reference to the book in ques- 
tion and, finally, the date when the reading was done. 

It IS strongly urged, though not required, that after the references 
for a given topic have been read, students form themselves into small 
groups of three or four and discuss, in the light of their respective 
readings, the questions of the topic sheet to which they apply. This 
will best prepare the student for the class discussion, which it is the 
purpose of the whole method to foster. Lectures and recitations will 
be entirely subordinated to the group discussion, to which each student 
will be expected to contribute his share. 

When a given author has several books listed under his name in 
the Bibliography, reference will be made by the name of the author 
followed by a figure (1), (2), etc., indicating whether the first, or 
the second, etc., of the books is meant. 

Current issues of psychological magazines will be found in the 
library, and articles in them applying to any given topic may be credited 
in the list of readings. Notation of them is to be made in the same 
way as for the books. 



/. The Field of Psychology 

1. What is experience? Is there a more fundamental term? 
Are there any synonyms? 

2. What is science? What is the relationship of Science and 
Experience? Which is more inclusive? Is psychology a part of 
science? Does psychology deal with the same things as science merely 
from a different point of view? 

3. What is the basis of the inclusion of certain experiences into 
the domain of this or that science? That is, how is the subject-mat- 
ter of a given science determined? Has purpose, the history of the 
science, accident, etc., anything to do with this? 

4. What is the difference between subject-matter and method? 
Can the one be separated frorn the other? Can different methods be 
used with the same subject matter and vicenversa? 

5. What is the method of science, — of psychology? Compare 
the table of contents of Watson and Stout, of Ward and Titchener. 
What differences of subject-matter and method do they indicate? 
What words do you find in Stout that are not in Watson? Are they 
treating of the same thing, — ^psychology? 

6. What do you understand by the following terms: objective, 
subjective, apriori, theoretic, scientific, mental, non-mental? Describe 
your fountain pen from an objective of view, a scientific point of 
view, a subjective point of view. The same for music, a dream, the 
subject of ghosts. 

7. What do you understand by the following terms : squI, mind, 
self, consciousness, behavior, conduct, personality? Show any con- 
nection between the terms of Question 6 and those just given. Are 
you in a position to give a final discriminating answer to these two 
questions ? 

8. To what other fields of thought do the questions of psychology 
lead us? Is it necessary for psychology, as such, to give a final and 
unqualified answer to every question which it finds ? From what other 
fields of research does psychology receive material and aid? To 
what fields does it furnish material and aid? Be detailed especially 
with biology, physiology, physics and chemistry. 

9. What sub-divisions of the whole field of psychology can you 
name and tentatively describe? What different methods? 



References. 

I. Angell (1); Baldwin (1); Breese ; Colvin and Bagley; Cal- 
kins; Hoffding;" Hunter; James (1) (2); Judd (1); Stout (2); 
Ogden ; Warren ; Miinsterberg ( 1 ) ; Woodworth. 

II. Sidgwick; Ladd; McDougal (1); Marshall (2); Parmalee; 
Royce; Stout (1) (3); Thomson; Watson (1) (2); Wundt (1); 
Ward; J. ; Yerkes. 



//. The Psycho-Physical Organism. 

1. As you take stock of your experience what 'things' do you 
find entering into it? Where do you draw the hne between 'yourself 
and the world around you? Within the circle of your self what dis- 
tinctions can you make? Do you find a definite 'thing' called body, 
and another called mind or 'self in a more intimate sense? 

2. Can you further sub-divide the body, and find parts or ele- 
ments that are comparatively separate in their functioning and struc- 
ture?^ What are these parts, their general nature and their relation- 
ship to both the body as a whole and the self in the more intimate 
sense ? 

3. If you were to examine the structure of one of these bodily 
parts, what further elements would you find, and how far could you 
carry the process? What has been the general evolutionary history 
of these parts ? What is their relationship to still more elementary 
things? Would a study of their structure and composition lead you 
to chemistry and physics? Is this the province of psychology? 

4. In the evolution of physical organs and their concomitant in- 
teraction and organized functioning has the other aspect of the human 
organism (self in the intimate sense) also undergone an evolution, — 
or has there been a sudden creation and 'insertion' of what we call 
mind or consciousness ? What significance would the different answers 
to this have for the study of psychology? 

5. What is experience from the point of view here developed? 
Do lower organisms have 'experiences' ? How low ? How do you 
judge? What are 'vital processes' or functions, and how do they dif- 
fer from 'mental processes' or functions? Give examples of each. 
What of stimulation, adjustment, response in this connection? 

■ 6. Is it possible in answering the above questions always to 
draw an exact and sharp line between the things distinguished? Is 
it a question of emphasis and proportion? Always? 

7. What is the structural basis for the vital functions of an or- 
ganism? For the mental functions? Are mental functions possible 
apart from physical structures? Or organs? What can we say on 
this basis of the mental life of lower organisms? Is this, again, the 
field of psychology? 

8. Are the mental functions of a dog and a man different? Of 
a child and the man whom the child becomes? What do we judge of 
the structural bases in these cases ? What are the implications in the 
latter case? What are they for the different mental functions of, 
say, an idiot and a genius? 



References. 

I. Angell (1) ; Baldwin (1) ; Breese; Calkins, Hoifding; Hunter; 
Thorndike (4) (6); Woodworth; Titchener (1). See Warren and 
Thorndike (1) (2) for illustrations. 

II. Burr; Cannon; Crampton ; Donaldson; Fisk; Haldane; 
Stoerring; Moore, B. ; Osborn; Wilson; Warner (1) ; Morgan (1) (2) 
(3) (4). 



///. The Structural Basis of Mental Functions. 

1 What are the respective functions of receptor cells (or re- 
ceptor organs), neurons or nerve cells, and effector cells? What are 
their respective locations? What is a 'nervous arc' and its function? 
The general structure of a neuron? Types? Do the neurons increase 
in size or number after birth? 

2. What is the physical relation of the several neurons which go 
to make up a chain or nervous arc? What is a synapse and its sig- 
nificance? What are probably the respective functions of the cell 
of the neuron and its arborization and collaterals? 

3. Describe the organization of the neurons in systems, i. e., 
the cerebro-spinal system (brain and spinal cord), the autonomic sys- 
tem. Give further detail of the cortex, afferent and efferent nerves, 
gray matter and white matter, cerebrum, cerebellum, medulla, asso- 
ciation fibres, association and projection areas, (sympathetic) ganglia, 
plexus. 

4. What are the respective functions of the autonomic and the 
cerebro-spinal systems? What of vital and mental functioning? What 
is their co-operation, and interaction? What types of muscles are 
associated with the action of eadh? What of the glands, their control 
and action? 

5. What is the nature of the nerve impulse? What does varia- 
tion in intensity and mode mean? What difference of opinion in this 
matter? What are the several speciiic characteristics or abilities of 
the nerve substance and to what do they correspond in the experience 
or behavior of the individual? 

6. What is the function of the nervous arc in mental life? What 
types? What is the origin or source of all (?) stimulation? Does 
every stimulus lead to response? Of what kinds? When a stimulus 
reaches the central nervous system and results in a response, an ad- 
justment, what has been the process involved? Has there been any 
'transcendent self to analyse the stimulus and to decide on the re- 
sponse, — or does the structure of the psycho-physical mechanism ac- 
count for the whole integrated process? 

7. If a man is knocked down by a blow or the force of the wind, 
as a purely physical object, is the event strictly 'behavior' of the 
organism? Where draw the line between behavior and physical man- 
ipulation by the environment? What are reflexes, simple and com- 
pound, in this connection? What human reflexes are there and how 
classified? What of instinct? Its nature, its several different types? 
What of instinctive tendencies? What relation to reflexes and in- 
stincts have habits and deliberative behavior? 

References. 

I. See Warren and Thorndike (1) (2) for illustrations. Ladd 
and Woodworth; Licklev ; Edinger ; Moore, B. ; Parmalee; Drever; 
Watson (1) (2); Woodworth. 

II. Dunlap (2); Donaldson; Conklin; Sherington; Stiles; Her- 
rick; Tashiro ; Haldane ; Hobhouse (1) (2); Morgan (1) (2) (3) 
(4); Loeb (1) (2) (3). 



IV. The Relation of the Mental and the Physical. 

1. Have sheets I and II given any ground for the formation of 
a theory explaining the relation of body and mind? Does experience, 
however, show two fundamentally different 'things' (the physical and 
the mental) whose relationship is not seemingly clearly given? What 
are some of the characteristics, given in experience, of thought and 
matter ? 

2. Is psychology particularly concerned with the formulation of 
a theory of the relationship of these two things? Must it be a final 
and 'absolute' solution, or would a 'working hypothesis' be satisfactory 
to psychology? 

3. Are there events in the external world which are seemingly 
not connected with any conscious experience? Are all our conscious 
experiences related to physical events? Discuss the terms subjective 
and objective again. 

4. Discuss the parallelism theory. What sub-types? What as- 
sumptions does the theory make ? Do these assumptions seem more 
difficult than the facts they are trying to explain? What then would 
be the function of consciousness? 

5. What of the interaction theory? What of its assumptions? 
Are they more simple than for parallelism, more in 'accord with ex- 
perience'? What are its defects? How does neural activity 'cause 
consciousness' and vice versa? What is meant by cause here, and in 
science? Have we the same foundation for the use of cause in the 
relation of the mental to the physical as in the case of the physical 
with the physical? 

6. Wherein does the double aspect theory differ from parallelism ? 
What is meant by saying that conscious and neural events form one 
and the same series? What then is their difference? What is meant 
by the statement that 'conscious experience is a property of nerve 
substance'? Is the mental, then, 'given off' b)^ the physical, i. e., is it 
a by-product? Discuss all that is involved. Could the same event, 
then, be both physical and mental at the same time, — ^physical to an 
observer, mental to the 'experiencer' ? 

7. Does it make any difference for theoretical psychology which 
of the above hypotheses are accepted? What of the practical applica- 
tion in psychology of religion, in educational psychology, in measure- 
ments and their significance, in psychoanalysis? 

8. What significance for the theories of spiritualism, for the 
doctrine of immortality, for the transference of thought, mind read- 
ing, 'new thought', hypnotism, etc.? 

References. 

I. Breese; Titchener (1) ; Angell (1) (2) ; Warren; James (1) 
(2); Baldwin (1). 

II. James (4) (5); McDougal (1) (4); Holt (1); Hobhouse 
(1) (2); Morgan (1) (2) (4); Moore, B. ; Moll (1); Loeb (1) (2) 
(3); Hyslop (1) (2); Crawford; Coover. 



F. Some Concrete Examples of Relationship. 

1. If we classify connection into: 

a — Connections between processes in the sense organs and a 
thought or feehng (impressions), 

b — Connections between processes in the sense organs and 
a movement, 

c — Connections between a thought or feeUng and another 
thought or feehng (associations), 

d — Connections between a thought or feehng and a move- 
ment ( expressions ) , 

have we exhausted all possible (theoretically) classes of connections? 
Do any other classes actually exist? Have maxims of teaching and 
ethics been based on other types? Which of the above is least the 
concern of psychology proper? Give several examples, concrete, of 
each of the above types. 

2. Are the examples you have found of each of the above types 
learned, i. e., acquired during the life of the individual, or native, 
i. e., not so acquired? Can examples falling into each of these sub- 
divisions be given for each of the four types of question 1 ? 

3. Classify each of the following cases of connections into one 
of the four main types, and into either of the sub-divisions under that 
type: 

a — Shutting the eyes when a bright light is flashed upon 

them, 
b — Bowing on sight of an acquaintance, 
c — Hearing 'ten times ten' and thinking '100' or 'square*. 
d — Seeing a pin and picking it up. 
e — Feeling pain at a severe blow. 

f — Thinking of an engagement and taking hat and coat, 
g — Thinking of T cannot tell a lie' and then of 'George 

Washington', 
h — ^Feeling disbelief at the report 'The end of the world is 

due'. 
i — Seeing red when light of 460 billions vibrations strikes the 

retina each second, 
j— Thinking '8' after thinking '1-2-3-4-5-6-7-'. 

4. Discuss the subjects of the curriculum with reference to type 
of connections involved, actually, and supposedly. 



References. 

In particular Thorndike (1), from whom the above are, in part, 
taken. Also as for Topics II, III and IV. 



VI. Psychological Methods 

1. How do the methods of psychology contrast with those of 
physical science? In theory, in actual practice? Have the methods 
of psychology changed since the origin of the study? In what direc- 
tions ? 

2. What is observation in the field of psychology? Is it the 
same as in the physical sciences? Does observation of someone else 
differ in nature and results from observation of oneself? What is 
introspection, retrospection? 

3. Are there things which we cannot observe in the experience 
of someone else? For example, what can we observe of the experi- 
ences or the activity of a man who sits motionless before a picture or 
listening to music or with pen in hand before a sheet of paper, but 
not writing? Can we observe anything other than the type of facts 
just listed concerning him? What do the assumptions of the 'be- 
haviorist' school say about the other actions of the man and the ob- 
jective measurement of them? 

4. What about the use of instruments of precision in physical 
science, and their use in the field of psychology? What has been and 
may be accomplished by their use? Give some examples of the re- 
sults (quantitative) of their use? What, then, is the nature of 'think- 
ing' to a behaviorist, and how would he show its presence by instru- 
ments? Can you show any results of like nature, but not exact, from 
common experience? 

5. Is a psychological problem in the laboratory at all different 
from a problem in any other field, whether in the laboratory or in 
the larger field of general experience ? What is the method of 'getting 
at' a problem in ordinary life? How do we find out if we have solved 
it? What happens if we have not? What is trial and error in the 
laboratory and in life? What is the cause of so much uncertainty 
and mysticism in much psychological work? 

6. What is the method of the conditional reflex? To what sort 
of experiments can it be applied? Does it give results that the mere 
reflection or introspection of the subject could not have' given? De- 
scribe the apparatus and methods used in obtaining a conditioned 
motor reflex. What uses are made of this method? How is the 
method of the conditioned reflex used for determining differential 
sensitivities ? 

7. Does the behaviorist neglect or refuse to consider the verbal 
testimony of the subject, — even if it is objectively incorrect? Explain. 
Are psychologic tests of memory, special abilities, the memorizing 
process, the rate of forgetting, etc., objective and capable of strict 
control? Describe several different varieties of tests, the methods of 
administering them, and the results obtained. 



References. 
I. Same as for Topics I and II. 



VII. Definitions and Sub-Divisions of Psychology 

1. From the point of view developed in the previous papers, dis- 
cuss the following definitions of psychology : 

a — P is the science of mind. (Titchener). 

b — P is the science which describes and explains the phe- 
nomena of consciousness, as such. (Ladd). 

c — P is the science of behavior. (Pillsbury). 

d — P is the science of individual experience. (Ward). 

e — P is the positive science of mental processes. (Stout). 

f — P is the study of the soul. P is the study of conscious- 
ness. 

g — P is the science which deals with the mutual interrelation 
between an organism and its environment. (Warren). 

h — P is that division of natural science Which takes human 
activity and conduct as its subject matter. (Watson). 

i — P is that study whose task it is to point out and organize 
the observable facts of conscious life, and to formu- 
late the theories, or hypotheses, necessary to explain 
each of these facts. (Breese). 

2. Outline (giving some idea of method and materials, and ap- 
paratus if necessary) an experiment in the following sub-fields of 
pS3xhology : General psycholog;^, individual psychology, abnormal 
psychology, child psychology, genetic pschology, animal psychology, 
physiological psychology, social psychology, educational psychology, 
philosophical psychology. 

3. Describe an experiment in any part of the field of psychology 
as a whole, in which the following methods would be used : observa- 
tion, introspection, reflection, analysis, synthesis, measurement, com- 
parison. \Vould any one method be used to the exclusion of all 
others? Are all methods more or less used in every experiment? 
May all these methods be used for the study of each branch of ques- 
tion 2 above? 

4. From a consideration of the discussion of the above questions 
frame a definition of psychology which seems to you more adequate, 
and be prepared to defend it. 



References. 
Same as for Topics I and II. 



VIII. Some Concrete Problems 

1. If the subject matter of psychology, as a whole, is made up of : 

a — The nature of different kinds of thought and feelings, 

b — The ways in which they are related to brain and nervous 
system, 

c — The laws which govern their behavior and the bodily 
conditions accompanying them, 

d — The purposes which they serve in life and living, — then 
show, with reference to the following topics, which of 
the above heads they would mainly be treated under, 
what technique would probably be required to investi- 
gate them, etc., etc. : 

a — If a thing gives us pleasure it is good for us. 

b — The function and meaning of dreams. 

c — The differences between hate and anger. 

d — Why some people spell badly even after much study. 

e — Why it is harder to say the alphabet backwards than for- 
wards. 

f — Why sorrow makes one unconscious of surroundings. 

g — Why Mr. A. is an excellent violinist. 

h — What feelings guide us to self-preservation. 

i — The fastest reader remembers best. 

j — A good linguist is a good mathematician. 

k — John learns his lesson twice as quickly as James. 

1 — I have never forgotten my nursery rhymes, 
m — Mr. S. has recently become a radical. 

n — We are unhappy without the company of other people. 

o — John is as good a mathematician as his father. 

p — After ten years lack of practice Mr. A. was still able to 
skate. 

q — Men are more gifted as mathem_aticians than women. 

2. If the subject matter of psychology is grouped under the head- 
ing of : a — sensations, b — percepts, c — mental images, d — memories, 
e — feelings of meaning (general, individual and abstract), f — feelings 
of relationships, g — judgments, h — emotions, i — feelings in connection 
with conduct (i. e., states of so-called 'will'), — then give examples of 
each of these from the field of experience. Show examples of com- 
pounds of these, as well as intermediate forms. Give examples of 
school studies which stress h, e, b, i, etc. Analyse a page of a book, 
or a letter, showing the headings under which, in the main, each sen- 
tence comes. With which of the above are the different parts of 
speech connected? Give examples. 

3. Can you think of any problem which would properly come 
within the province of psychology which would not fall under one of 
the divisions of question 1 ; or question 2? 

References. 

In particular Thorndike (1), from whom, in part, the above are 
taken. Also as for Topics II, III and IV. 



IX. Attention; I. 

1. Discuss the meaning of mind, consciousness and experience, 
with reference to one another. Have they much the same meaning, 
— do they depict the same thing from different points of view ? What 
about attention? What connection has it with the above three con- 
cepts? Is it too the same thing? 

2. Discuss the paragraph beginning on page VIII of Watson (1). 
Does a discussion of attention lose sight of an objective view-point? 
Consult other texts, — which do not discuss attention, as such? 

3. Give a description of the 'field' of your consciousness at any 
given moment, i. e., give a cross section of your experience? Is this 
really possible? What general charactertistics has it, what special, 
temporary, permanent characteristics? Have you any way of de- 
termining whether your 'attention' is like that of any one else? 

4. Is such a cross section seemingly an integrated whole, or a 
group of 'things' which happen to be there? Note down on a piece 
of paper and bring to class for comparison and discussion, all that 
'is in your experience' when you look at the last word of the page 
entitled "To the Student." (Do not read it until you are ready to 
write. Do not do this in company with other students). 

5. Try to think of the German, French, Latin, or Spanish equi- 
valent for the first word of the first line of the page entitled "Pre- 
face". (Same directions as above.) Try to note all that is in your 
experience at the moment, — not the train of thought that follows. 
Discuss all that happened. Is there anything of value to be gained 
from such an introspection? Could you derive from this any con- 
ditions for good studying? Would you need additional material? 
Of what nature ? 

6. Can you give from the material of the above questions a 
definition of attention? What are some definitions given in the various 
references? Is attention a relative term? Are there different degrees 
of attention? What effects would this have on the curricula for 
different ages? Is it a matter of attention only? What other factors, 
if any? What lies behind the ability to attend? Is the ability to 
attend a native one, an acquired one, or what? 

7. Observe yourself in a period of so-called musing or day- 
dreaming. Do you find any points of comparison with the phenomena 
of attention? What of change, continuity, effort, design, etc., in this 
connection ? 

References 

I. Angell (1) ; Breese; Colvin and Bagley ; Calkins; Dunlap (1) ; 
James (2); Judd (1); Kulpe ; Miinsterberg (1); Ogden; Pillsbury 
(3) ; Stout (2) ; Titchener (5) ; Thorndike (1). 

II. Arnold ; Bagley ; Colvin ; Ebbinghaus ; Hoffding ; Hunter 
James (1); Ladd; McDougal (1); Marshall (2); Pillsbury (1) 
Parmalee; Ribot (1); Rowe; Stout (1) (3); Titchener (1) (2) 
Watson (1); Warren; Woodworth ; Ward, J.; Yerkes; Wundt (1) 



X. Attention; it. 

1. Are there different 'kinds' of attention? What are there? 
Distinguish between the attention in the following situations : reading 
an attractive novel, doing your lessons (when you would rather not 
do so), being won over by a speaker who bored you in the beginning, 
being alone in a dark and dangerous place, a cat 'playing' with 
a mouse, a clerk doing routine work. Any other varieties? Are 
the above all different? Arrange in some sort of classification, with 
appropriate, descriptive names. 

2. What types or varieties of attention does the school use? 
Always? Could all the varieties be used? Which type do you find 
yourself using most frequently in relation to your studies? 

3. Is there something 'back of attention? 'What' does the at- 
tending? Can you define attention in terms of mind, experience, or 
consciousness ? Is attention merely a matter of consciousness ? What 
part, if any, does the body play? Discuss that definition of attention 
which reads, "Attention is the power of the mind to concentrate." 

4. Give a more detailed analysis of the nature of your exper- 
ience when you are attending to something. Can you find some five 
general characteristics ? Perfectly distinguishable ? Always there ? 
Is attention a process, an activity, a thing, or a part of a thing? 

5. How long can you attend to one thing in the strict sense 
of the words? Can you attend to some things longer than to others? 
Why, and what does this imply for teaching? Give illustrations. 

6. Does attention fluctuate? In what sense? What occurs with 
a just audible sound, a just perceptible light to which you are attend- 
ing? 

6. To how many things can you attend at one and the same 
time? Of the same kind? Of different kinds? Devise, some exper- 
iments that would give data along this line. 

8. What is the difference between attention and interest? Do 
we attend to a thing because we are interested in it or are we inter- 
ested in it because we attend to it ? Always ? Discuss with reference 
to the beginning of experience of a child. 

9. Discuss attention from the subjective point of view, listing 
such characteristics as appear there, and then make a list of its ob- 
jective characteristics, i. e., those characteristics which other people 
would be aware of. Discuss "Attention is the clearness into and out 
of which objects move" (Hunter). Is there such a thing as inat- 
tention? Why do people walk, smoke, tap, whistle, etc., when at- 
tending severely to a difficult task? Always? 



References. 
Same as for Topic IX. 



XL Sensation; I. 

1. When your field of attention is analysed into 'things', can the 
process go any further? What smaller 'elements' can be found? Are 
they definitely separate or are they a part of the total field? What 
relation do the smell, the feel, the color, the weight, the shape, the 
size, etc. etc., bear as a whole to the 'thing' called a rose? 

2. Can you analyse such 'sensations' any further, i. e., into still 
other constituent parts ? What is red, as a sensation, when you divide 
it up into the elements which compose it? Give a definition of sensa- 
tion based on this fact. 

3. Explain the following passage from James, — "Sensation is 
the immediate result of stimulations before further knowledge or 
past experiences are awakened. Sensation is the basis of all knowl- 
edge. A being without sense-organs of any kind could never know 
anything of the world about him." Do you agree with the second 
sentence? Be definite in your answer. Do we ever have sensations 
of such a nature as in this definition? 

4. What is the nearest to a pure sensation such as James de- 
scribes above that enters our present experience? What is added 
to the other sensations, that makes them different, and is this 'what' 
always the same? Give examples of a nearly pure sensation chang- 
ing to a sensation as usually constituted. 

5. What is the general theory of the mechanism of sensation, 
i. e. what have body and sense-organs to do with the matter? What, 
in general, has been the history of sense-organs and presumably 
sensation ? 

6. What is a stimulus? Name and classify different types or 
kinds. Are we conscious of a given stimulus, or do we assume we 
are? i. e., is our sensation a matter of something else as well as the 
stimulus ? Explain. 

7. Show the relations between the following things, and illustrate 
by a diagram : stimulus, sense-organ process, brain-process, conscious 
process. 

8. Make a list from your reading of, a — The different kinds of 
sensations ; b — The different qualities or charactertistics of any sensa- 
tion. (The answer to 'a' should contain six or seven main heads, 
that to 'b' some four heads. 



References. 

L Angell (1) ; Breese ; Colvin and Bagley ; Calkins; Dunlap (1) ; 
James (2); Judd (1); Kiilpe ; Munsterberg (1); Ogden ; Pillsbury 
(3) ; Stout (2) ; Titchener (5) ; Thorndike (1). 

II. Bagley; Colvin; Hoffding; Hunter; James (1); Ladd ; 
Mach: McDougal (1); Marshall (2); Parmalee ; Stout (1) (3); 
Titchener (1) (2); Watson (1); Warren; Woodworth ; Ward, J.; 
Yerkes ; M'Kenrick and Sondgrass ; Wundt (1) (3). 



XII. Sensation; II. 

1. Is sensation co-terminous with the stimulus, — i. e. does the 
former begin as soon as the latter, fluctuate parallel with it, and end 
at the same time ? Support your answer with experiences and experi- 
ments. Is this true for all senses ; equally ? 

2. Is the after-sensation the same as the real sensation? Al- 
ways? Illustrate. Does a sensation continue at the same 'pitch' 
or intensity for the duration of the stimulus? Ever? Illustrate. 
Does the stimulus become less or more effective? Show under what 
conditions, illustrating from the field of experience. Is it a matter 
of attention? Always? 

3. From Topic XI, question 8, the attributes or characteristics 
of sensation were found, to be, — ? (Q-I-E-D.) Are all of these 
equally strong, i. e., as easily identified? Which is most clearly an 
attribute of all sensations? Is Q shared, i. e., the same Q, by any 
two sensations ? Is pink more like red in respect to Q than is blue ; 
are red, pink and blue more alike in Q than red and sweet? What is 
the probable basis for this? (See Warren). 

4. In the case of adaptation or adjustment to a sensation, as in 
part of Q 2, is it the I or the Q of the sensation to which we adapt? 
i. e., does I or Q change? Is I a characteristic peculiar to one given 
sensation or shared in by all? Can the Q of a sensation remain the 
same while the I changes? Illustrate all this. Are there probably 
Q's of stimulus to which we are not sensitive ? I's also ? What would 
be the meaning of the phrase 'threshold of sensation' ; — is there more 
than one, are they the same for all senses, — at all times ? Is attention 
involved here? Explain. 

5. Can we arrange Q's and I's in an ascending series? Would 
the differences between successive Q's or I's be a personal matter, i. e., 
peculiar to each individual, or some function of the preceeding Q or 
I? What is Weber's law, and Fechner's modification of it? Could 
you devise apparatus to illusrate it? Is the ratio in question the same 
for all senses? For all degrees of I and Q? 

6. Does all sensation, i. e., the stimulating of any sense-organ, 
possess E? Can you describe it for smell, taste, sound? What is 
the probable basis in the organism for this? Is it more or less clear 
(i. e., E) in the case of sight and skin-feeling? Is the same true of 
D? Is this a surer characteristic? Is it the same as E? 



References. 
Same as for Topic XL 



XIII. Organic, Kinaesthetic and Cutaneous Sensations. 

1. Where do you feel hungry? Describe the sensation. Is it 
like any other sensation ? Is it warm, cold, rough, blue, etc. ? Is it 
accompanied by any such sensations as hot, cold, rough, etc., etc.? 
Does thirst resembe hunger? How so? Are there any similar sensa- 
tions during a fit of anger, — or during a moment of fear? Are these 
feelings separate from the emotion of fear, anger, etc., or are they 
the same thing? 

2. What do we mean by such expressions as 'his heart is in his 
work', 'he is liver hearted'? Why is it better to speak to a 'grouch' if 
you want a favor, after he has had a meal? Can you give other 
instances of similar nature? What are the sensations of going under 
an anesthetic? 

3. Close your eyes and have someone place your arm and hand 
in a definite position, retain it there for a moment, then drop it. Open 
your eyes and replace the arm in the original position. How can this 
be done? What is the nature of the sensation involved? Is it clearer 
for some joints than others? Is it a matter of the skin sensations? 
How would you prove or disprove this? What possible or probable 
use have these sensations? 

4. Close your eyes, have someone give you a gentle push while 
standing evenly on your feet. As you 'lose your balance' what sensa- 
tions enable you to recover it? What do your arms and head do? 
Is this involved in the ability to walk a tight-rope? How so? What 
applications have recently been made of these sensations? 

5. What is the 'sense of touch', — is it simple or complex, i. e., 
made up of several different sensational qualities located in the same 
or near region ? What elements can you distinguish ? Can you devise 
experiments to separate the various elements and locate them in a 
given region? 

6. Is there a 'local sign' for sensations from different parts of 
the skin? All parts? Does this mean the sensations themselves are 
different? Which kind of sensation (end-organ) is most frequent 
in the skin? Explain how a cold spot can be stimulated by heat. 

7. Which of the skin sensations travels fastest to the central 
nervous system ? Can you see any reason for this ? Is pain unpleas- 
ant? Is the unpleasantness the same thing as the pain? 

8. Are feelings of well-being, depression, exultation, gloom, etc., 
sensations? To what are they, in part at least, due? Discuss the 
function of the ductless glands. See Watson (1). 



References. 

Same as for Topic XI. See also Cannon; Crile; Greenwood; 
Herbert. 



XIV. Ofactory and Gustatory Sensations. 

1. What is the general nature, the location and size of the ol- 
factory organ? In its method of stimulation does it resemble more 
touch, hearing, sight, or taste? Can you distinguish in connection 
with this organ the four characteristics of Topic XI, Question 8, 
b. ? Does the sense of smell play any large part in your conscious life ? 
What are the two theories of the nature of olfactory stimulation? 

2. Can you recall or image odors as well or as easily as sights 
or sounds? Look over the classification of odors as given in Watson 
(1), p. 71, Warren, p. 197, or Breese, p. 132, and note how many of 
the total number you can recall or image; — secondly, whether those 
of a given group do seem similar to you ; — third, whether any class 
or any prominent type has been left out? Does this classification 
bear any resemblance to either that of sounds or colors? Does 
chemical theory aid in classification? Is it possible that the sense 
of smell is no longer complete in man, and that there are gaps, etc., 
etc.? 

3. Is the sense of smell, in general, a source of pleasure, as are 
the other senses, or an indifferent matter, or one positively annoying? 
What is the general feeling about this sense? Is there a sort of un- 
pleasantness in connection with the word 'smell' and the functioning 
of the organ? Why? Has this, possibly, any connection with its 
efficiency, etc. ? Is there any explanation in the fact that some odors 
are accompanied by other sensations? Give examples. Is habit a 
functioning factor here? 

5. Is the threshold low for this sense? Lower in animals? 
What about 'just noticable differences' ? What about adaptation? The 
effect of one odor and adaptation to it on the perception of or sensi- 
bility to other odors or substances? What is the relation of 'moods', 
'emotional attitudes', 'dim' recollections, to the sense of smell? Why 
are odors used in religious rites and ceremonies ? What are the 
aesthetic values of certain odors? 

6. Why .does a consideration of the olfactory sense lead to a 
consideration of the gustatory sense? What is the nature of the 
organ for taste? The nature of the stimulus? The system of classi- 
fication? Are gustatory sensations fused, at times, with other sensa- 
tions? Does the same substance give different taste sensations in 
different regions of the organ sensitive to taste? Explain and give 
examples. Are some of the taste sensations slower to exhibit them- 
sleves? What about adaptation, contrasts, and fusing of tastes? 
Thresholds and just noticable differences? 

7. What about Q, E, D, I, in connection with taste? What about 
the aesthetic function of taste? Is there in general, a pleasant signi- 
ficance of the word 'taste'? What about smell in this connection? 
Is there the same emotional appeal as in smell? 

References. 
Same as for Topic XL 



XV. — Auditory and Visual Sensations. 

1. What is the general nature of the organ of hearing? What 
two theories have been offered to account for its functioning? Is the 
organ and the sense comparatively complex, indicating high develop- 
ment? How do the ears of animals compare? 

2. What is length, amplitude and form, in connection with the 
stimulus given to the ear? What is the difference between a 'noise' 
and a 'tone' ? Are there separate end-organ or receptors for each of 
these? How many different tones are there, and within what upper 
and lower limits do they extend? What differences do indiviuals 
exhibit in the ability to differentiate, to reproduce and to recognize 
tones? What are 'tonal islands' and what is the change in ability to 
distinguish tones with age? To what does this point? 

3. What are 'compound' tones, partials, timbre? What about 
intensity and extensity in sound? To what are these characteristics 
probably due? 

4. What is the general nature of the eye? What is the real 
sense organ, and what the accessory apparatus? Where is sensitivity 
to movement greatest, and what is the signficance of this? Where 
is greatest acuity of vision, where the sensitivity to color (s) ? What 
is the blind spot? Explain near and far sightedness, astigmatism, etc. 
If the eye is a camera, why do we see things 'right side up'? Devise 
some experiments that would alter the 'way' in which we see things. 
What would be the temporary and the permanent effect? Here, as in 
the case of hearing, tasting, etc., are we conscious of the process or 
the conditions in the sense organ, — or of what? 

5. What is the function of the rods, and of the cones in the 
structure of the eye? What is 'twilight vision', and what facts go to 
show the manner in which it takes place? What about color vision 
in this connection, and the location of cones in the eye? 

6. What is the normal stimulus for the sensation of light or 
color? Is there one definite stimulus for one definite sensation? 
Compare the ear, in this respect. What two kinds of visual sensations 
are there? Is seeing 'black' the same as seeing nothing, i. e., having 
no stimulus? Explain. Can both the sensations of light as such, 
and colors, as such, be arranged in series? What are the colors of 
the spectrum? Are these the so-called elementary colors? How does 
this compare with the classification of the artist who says there are 
three primary colors, — red, blue and yellow? What is the basis of 
the psychologic choice ? 

7. Explain the meaning of saturation, the Purkinje phenomenon, 
complementary colors, the color pyramid, adaptation for light and 
color, 'zones' of the retina, color blindness. Outline the color theories 
of Young-Helmholz, Hering and Ladd-Franklin. 



References. 
Same as for Topic XL 



XVI. Perception; I. 

1. If sensation is consciousness of the qualities of an object, 
what relation to sensation does perception bear? Can you say that- 
the perception of a rose is the sensation of color plus that of smell 
plus that of texture, etc. ? What else, if we perceive a rose, is neces- 
sary ? Is perception a process ? 

2. What part does past experience play in perception ? In sensa- 
tion? When we 'see' something absolutely new, not previously exper- 
innced, what do we 'perceive? What if we are unfamiliar with a 
'thing*, say a complicated printing press? Do we perceive it as the 
maker does? Does a trained scientist actually perceive more than the 
beginner? Is 'perceive' the best word here? De we ever perceive 
more than we 'see', or contrary to what we 'see'? Give examples. 
Can the same thing be perceived in entirely different ways? Give 
examples. 

3. Is perception a process of receiving sensations, then inter- 
preting them in the light of past experiences? Are we conscious of 
such a process? Is there 'anything' which does the interpreting? 
Is the period of interpretation ever very lengthy? Explain perception 
in terms of nerves, brain structure and modifications, etc. What does 
pathology show in this respect? What is the relation of perception 
to the following terms; meaning, imagination, concept, judgment? 
Explain illusions in connection with the process of perception. What 
of hallucinations? What is 'complication'? 

4. What is the function of perception in personal experience? 
What qualities of an object do we usually perceive? How do you 
explain the fact that a very little careful examination brings out 
qualities and characteristics of an object or person which frequent 
ordinary experience had not? How do we determine whether our 
perceptions are true or false? 

5. What are the possible different causes of illusions? Give ex- 
amples due to each cause. What is the difference between a pure and 
a mixed illusion? Discuss, — "The so-called fallacy of the senses of 
which the ancient sceptics made so much account, is not a fallacy of 
the senses proper, " (James) What of hallucinations in this con- 
nection? What of dreams? Visions? Voices? What of such 'fixed 
ideas' as that which leads a man to think everyone is plotting against 
him? 

6. Give examples of illusions due to the following factors, alone 
or combined; 

a — similarit}^ to something very familiar, (often ex- 
perienced, 
b — similarity to very recent experience (s). 
c — harmony with wishes and desires, 
d — harmony with the setting, mental and environmental, 
e — harmony with the most easily roused mental state. 

References. 

1 Angell (1) ; Breese; Colvin and Bagley; Calkins; Dunlap (1) ; 
James (2); Judd (2); Kiilpe ; Miisterberg (1); Ogden ; Pillsbury 
(3); Stout (2); Titchener (5); Thorndike (1) particularly for dia- 
grams and experiments. 

II. Arnold; Bagley; Colvin; Hoffding; Hunter; James (1); 
Ladd; McDougal (1); Goddard (2); Freud (2); PilJsburv (I); 
Rowe; Stout (1) (3); Titchener (1) (2); Watson (1); Warren; 
Ward, J.; Yerkes ; Wundt (1) (3). 



XVII. Perception; II. Space and Time. 

1. If, in order to get to the corner, I must first go half the dist- 
ance, then half the remainder, then half the second remainder, etc., etc., 
will I ever get there? If, in actual experience, I do get there, what 
is the difficulty with the statement above? (Answer in terms of 
psychology.) If the above seems merely absurd, consider how you 
would remove from a pound box of sugar half of it, then half the 
remainder, etc., etc., till it was all gone. Is the difficulty the same? 
The answer ? 

2. Is space a thing? Do we 'perceive' it? Is there more than 
one space? Different kinds of space? Is the space of your geometry 
lessons the same as the space you' walk and work in? Is the con- 
sciousness of space due to a sensation, the same as the consciousness 
of red, or cold? 

3. What are the two theories concerning the genesis of the 
consciousness of space? What part does sensation play in the modi- 
fied theory of James? What is Wundt's point of view and his argu- 
ments. Explain the significance of 'local sign' in the stimulation of 
the skin. What other senses give 'spatial' elements? What effect 
does the stimulation of areas of the retina have in the formation of 
the consciousness of space? Is the space that this kind of experience 
builds up the same as the space of the problem of question 1 ? How, 
then, do we arrive at such a conception? 

4. Does the stimulation of the skin have any elements of 'depth' 
in it, i. e., any third dimension? How do eye and hand (skin) 
co-operate to bring about a consciousness of this dimension? What 
about the fact of there being two eyes, the fact of convergence and 
accommodation? What of the (apparent) size of an object, its clear- 
ness, changes in color, light and shadows, perspective, movement, etc., 
etc. ? Are spatial illusions more frequent in the case of visual or 
skin sensations? (See examples in Breese, Warren, Witmer.) What 
types of explanation? 

5. Is time a thing? De we 'perceive' it? Can you state a pro- 
blem in 'time', involving the same difficulties as the space problem of 
question? Is the consciousness of time due to sensation? Are there 
different kinds of time? Is time or the consciousness of time con- 
nected >vith space or the consciousness of space ? Or with what ? Can 
we perceive space apart from objects? Time apart from objects? 

6. What opposing theories of the genesis of the consciousness 
of time? How much time can we be conscious of 'as present'? Com- 
pare space. What part do the ear, the skin, the internal organs, etc., 
play in the perception of time? What is the difference between the 
actual (psychial, specious) present and the logical (philosophical) 
present? Has time a beginning, an end? Has space an end? How 
would you discuss these questions psychologically? Explain "The 
future comes from behind us." What is the meaning (psychological) 
of "The hour seems endless." "The week just flew by." Does the 
subjective estimation of time change with age? 

References. 
Same as for Topic XVI. 



XVIII. Memory; I. 

1. What part do the sense organs play in memory? On what 
does the ability to remember depend? Explain the statement, "Past 
experiences are stored in the Mind." 

2. What are the differences between the experience of remem- 
bering what a certain house looks like and what your friend's tele- 
phone number is ? Do you suppose your experiences in this connection 
are like those of everyone else? (See Galton.) How do you distin- 
guish the house itself (percept) from your image of the house? W^hat 
characteristics has the former that the latter has not? Is it ever pos- 
sible to confuse percept and image? Is the structural basis for the 
image (of the house) the same as for the percept? Is such an image 
(of the house) used for other purposes than memory proper? 

3. What differences in the treatment of memory by Watson (1) 
and Stout (1) (3) or Ward, J.? Breese gives a definition of Mem- 
ory as "the retention, recall and recognition of past experiences."- 
Locke defines it as "the power of the mind to revive perceptions which 
it once had had, with the additional perception annexed to them that 
it has had them before." Discuss and compare these with what you 
find out from Watson, Stout and Ward. 

4. Can you give an objective description of the processes of 
retention, recall and recognition, so that no 'power' or 'entity' seems 
to be behind them? Are the images which we have when we remem- 
ber, (or the experiences), always in existence, even when we are not 
conscious of them? What of the Freudian idea of the 'sub-conscious', 
the 'fore-conscious' and the 'conscious'? 

5. Is the ability to retain the same for all individuals? For all 
events of a given individual? Even if a given experience is retained 
can it be recalled always? Do particular memories or images rouse 
themselves ? Does the process of association depend on something 
else at bottom? Show the function of the following factors in reviv- 
ing memories, and give examples of them from experiences as well 
as applications of them in school practice ; recency, vividness, fre- 
quency, mind-set at moment of recall, purpose at moment of recall. 
Is the process of recognition always correct in the verdict given? 
What is the feeling of familiarity based upon? Wliat is the function 
of memory and its constituent parts in successful adaptive behavior? 

6. Does all memory involve recall and recognition? How about 
remembering how to skate, dance, swim, etc., after years of not doing 
so? Is there conscious recall, recognition? Are all motor habits of 
this kind? All other habits? 

References. 

I. Angell (1) ; Breese; Colvin and Bagley ; Calkins; Dunlap (1) ; 
James (2); Judd (2); Kiilpe ; Miinsterberg (1); Ogden ; Pillsbury 
(3) ; Stout (2) ; Titchener (5) ; Thorndike (1), particularly for exer- 
cises, etc. 

II. Brill; Freud (2); Galton; Munsterberg (7); Watt; Hofif- 
ding; Hunter; James (1); Ladd ; McDougal ; Rowe ; Stout (1) (3); 
Titchener (1) ; Thorndike (2) (3) ; Watson (1) ; Warren; Ward, J.; 
Yerkes. ^ 



XIX. Memory; 11. 

1. What is the connection between ability to remember and gen- 
eral intelligence? Can you offer any explanation of this? Are there 
'types' of memory? Have we just one 'memory, which functions' 
well here and poorly there, or what? Explain the boy's ability to 
remember all the data about professional baseball but not to remem- 
ber his lessons. The musician's ability to conduct without a score 
but his forgetfulness of his phone number. Why do some people 
learn vocabularies well, others formulas and logical matter? Explain 
and illustrate ; total recall, partial recall, desultory memory. 

2. Can we 'train the memory'? What does memory funda- 
mentally depend upon? Does this mean that we can never improve 
in respect to remembering ? What of the differential effect of heredity 
and the environment here? Would improving our memory for, say, 
mathematical formula, improve it also for vocabularies of foreign 
words ? How would you go about to prove your answer ? 

3. How far back in your experience can you now remember? 
What would be a possibly successful method of recalling memories 
now beyond your reach? H you are obliged to learn a speech what 
would be the best method of doing so? What reinforcements of 
bodily positions, sound, etc., could you bring in? What about learn- 
ing it as a whole or in sections ? How would you make sure of the 
facts in this case? Would you use recall, repetition or emphasis most? 
How would you distribute your time, — all at once, or how? What are 
the facts here? 

4. Do we remember best the agreeable or the disagreeable ex- 
perience ? Always ? Why do we forget quickly the material which 
we 'crammed' for an examination ? Is cramming economical ? What 
of interest and memory? What about the time needed to relearn for- 
gotten material in comparison with the time needed to learn it origin- 
ally? Why is this? Do we, then, never absolutely forget anything? 
Do early experiences determine the selection and treatment of present 
experiences even if the early experience is too feeble to rise to open 
consciousness ? 

5. What is the effect of old age, extreme fatigue and disease on 
memory? What experiences do the aged forget easiest? Why? 
What kinds of words are first forgotten in age? 

6. What of pathology in connection with defects of memory? 
Discuss ; amnesia, hypermnesia, paramnesia. Give examples. 

7. Read some chapters from one of the popular books on "How 
to Train the Memory", which you see advertised in the papers and 
magazines. Does the series, — triangle-pyramid-Nile-Delta, — delta, help 
you to remember that the Greek letter of that name is represented by 
a triangle with the vertex up? To remember that Denver is the 
capital of Colorado, is it of any value to go through the series ; 
Colorado-dodo-)bird-dense-air-Denver? H these systems seemingly 
improve the ability to remember or recall what is the probable reason 
in actual fact? 

References. 
Same as for Topic XVHL 



XX. Imagination. 

1. Is Memory a process of imagination? What is the other, the 
ordinary sense of the word? If memory, to be complete, requires 
recognition, what about the other use or functioning of past experience 
in the form of images? Is there ever recognition, — is recognition an 
essential factor in their use? What is the use or value of productive 
imagination? Show its function in science, mathematics, literature 
and the arts. What is 'fancy' in this connection? Can we, however, 
'imagine' apart from previous experience? What part does exper- 
ience play in the imagination of the Cubists, the makers of Utopias, 
the theorists of fourth and higher dimensions ? What about dreams ? 

2. What types of imagination are usually given? Do you find 
that your images are exclusively confined to one type? Does one 
type predominate? Do you find images of tastes and odors frequent, 
— easily recalled? Touches? Why are auditory and visual images 
the most frequent with motor next? (See Galton for illustrations and 
examples.) 

3. When you read the sentence, — "The horse is cold from stand- 
ing too long", do you get an image of the word horse? If so, what 
color was it, what sort of horse, how standing, etc.? If you did not 
get an image explain how you understood the sentence. Does 
the fact of the presence or absence of the image lead to any con- 
clusions about language habits or thinking? Can you think with- 
out words? Without images? 

4. What does Watson say about explicit and implicit language 
habits? Have you observed such in your owm conduct? (Watson 
(1).) Can you make any deductions for the study of languages after 
maturity, or why children (supposedly) learn languages better? Dis- 
cuss Watson's statement (p. 326) " when we study implicit bodily 

porcesses we are studying thought; ." 

5. What is the relation of image to concept, to idea? Is it pos- 
sible to 'train' the imagination? In what sense? Compare the dis- 
cussion on 'training' the memory. What is the function of imagina- 
tion in behavior and purposive conduct? What would be the nature 
of the experience of a being who had no imagination? Does the imag- 
ing of acts, particularly in motor form 'lead', ipso facto, to the act it- 
self ? AAHiat would this lead to in pedagogic theory and practice ? 
Compare the discussion of James, Thorndike, etc. If you have never 
actually learned to move your ears, will an idea of such a movement 
lead to it? Discuss all that is involved. 



References. 

I. Angell (1) ; Breese ; Colvin and Bagley ; Calkins; Dunlap (1) ; 
James (2); Judd (2); Kiilpe ; Miinsterberg (1); Ogden; Pillsbury 
(3); Stout (2); Titchener (5); Thorndike (1) (2). 

II. Brill; Galton; Miinsterberg (7); HofTding ; Hunter; James 
(1) ; Ladd; McDougal (1) ; Stout (1) (3) ; Titchener (1) ; Thorndike 
(3) ; Watson (1) ; Warren; Ward, J.; Yerkes. 



XXI. Association 

1. Are 'groups' of experiences held together somehow, some- 
where? What is the structural basis and mechanism of this? That 
is, why and how do things arise in consciousness at the same time? 
How do these groups differ in size, makeup, accessibility, permanence, 
independence, resistance to change, etc? 

2. What is the function in behavior of this type of organized 
experience? What would experience be like without such group sys- 
tems of previous experiences ? What are the connections with mem- 
ory, attention, imagination, perception, sensation? What is the func- 
tion of education in this connection? Of the environment? What is 
the meaning of character, intellect, skill, temperament, etc., here? 

3. Is the problem of how associated facts are now related the 
same as the problem of how they came to be so related? Does it 
involve the same facts of human nature? Discuss in connection with 
each other the facts in Thorndike (3), chaps. X-XII, and the factors 
of recency, frequency, intensity, etc., which were discussed under 
memory (Topic XVIII, question 5.) Are we still dealing with the 
same processes? From what different points of view? 

4. What dift'erent types of associations are there ? Review Topic 
V. What have been the factors entering into the formation of the 
connections of question 3 of that Topic? Discuss," Objects or events 
that are presented at the same time acquire an associative connection. 
Likewise, if one object or event follows another, the two become tied 
together in a more or less effective mental union." (Breese) Is this 
the whole explanation? What of mind-set, purpose at the time, the 
field of attention, etc. ? Discuss the significance of contrast, cause 
and effect relation, similarity, etc., in this connection. Of all the 
factors which Breese discusses, which are the most important with 
a child, with an adult, with a scientist, in passive, lazy experience, in 
active participation in events? 

5. What is the so-called Law of Contiguity? Discuss, "Objects 
or events which have been experienced together, will be revived to- 
gether whenever any member of the group is in consciousness". 
(Breese) Do you find this in agreement with experience? What of 
similarity, etc., in the connection? Do we bring an experience to 
mind (consciousness) because it is similar to some other experience, 
or do we find that it is similar after it has come to consciousness? 
Discuss all that is involved. What are the phenomena of total recall, 
partial recall and focal recall, and their neural bases? Give examples 
of each. 

6. What use may be made of associations in testing either an 
individual's mentality, or his connection with a given event? What 
types? What is the method of proceeding? Do you think a subject 
aware of the nature of such a test could evade the issue? How? 
Would a 'suggestible' but innocent subject be likely to incriminate 
himself? See Miinsterberg (7). What treatment is given for hys- 
teria and neurasthenia in this connection? What is the hypothesis 
involved? What is Freud's theory of the significance of dreams in 
this connection? 

References. 
Same as for Topic XX. 



XXII. Thinking; 1. 

1. Is it possible to have percepts, memories, images, sensations, 
associations, while our behavior is comparatively 'passive'? Does this 
mean that the organism plays no part in such a process ? Is it possible, 
also, to 'think' in this same sense of the word passive? What does 
thinking imply on the part of the organism as a whole? What does 
it imply in the environment, i. e., in the situation in which the organism 
finds itself? 

2. Does the process of thinking involve all the above 'aspects' 
of consciousness? Do percepts plus images plus sensations ,etc., equal 
thinking? If you are thinking, now, what else, if anything, is there 
in your consciousness? Is a thought a 'thing' which you 'have'? 

3. The following is a simple problem in mental arithmetic. Solve 
it, or at least reach an answer, and make note of as much of the process 
as possible, what came to consciousness, what you discarded, what 
you kept and why, images, memories, etc., if any. "A bottle and a 
cork cost together $1.10. The bottle cost $1.00 more than the cork. 
How much did each cost, separately?" Did this involve reasoning? 
Were there any observable bodily changes or movements? Explain, 
so far as possible, all that you 'do' in coming to understand the signi- 
ficance of the following; "A tramp while walking down the street 
stopped to look in the window of a clothing store, where a number of 
figures displayed clothing of various styles and prices with tags indi- 
cating the latter hung from their necks, — such as 'This size for $10' 
etc., etc. After gazing a while he walked on, remarking as he did 
so, "So do 1." 

4. What is the function of thinking in behavior? Does it ap- 
pear in all behavior? . Name some activities in which little or no 
thinking appears. Did it ever function in such matters ? What would 
be the result of thinking about everything in our daily routine? Does 
this imply that we do all the thinking that is necessary or possible? 
W^hat would introduce the element of thought into matters about 
which we now do little or no thinking? Examples. 

5. What is the neural basis for thought? Is it the same as for 
the other processes of the preceeding papers ? Is there a 'something' 
added to them which 'directs' their activity. Discuss again, in this 
connection the statement of Watson, "when we study implicit bodily 
processes we are studying thought; just as when we study the way 
a golfer stands in addressing his ball and swinging his club we are 
studying golf." What is the experimental evidence for this? 

6. Does all thought issue in action? What kind of action? Can 
you 'read another's thoughts'? In what sense and under what con- 
ditions? Can you make him express his thought in action? What is 
the process of so doing? What is 'thinking for the sake of thinking'? 
Has this any outlet in conduct? What stimuli lead to thinking? Do 
the same stimuli lead, sometimes, to action? Examples. 

References. 

L Angell (1); Breese ; Colvin and Bagley; James (2); Judd 
(2); Pillsbury (3); Stout (2); Titchener (5); Thorndike (1) (3). 

11. Galton; Miinsterberg (7); Hofifding; Hunter; James (1); 
Dewey; Ladd; McDougal (1) ; Stout (1) (3) ; Titchener (1) ; Thorn- 
dike (2); Watson (1); Warren; Ward, J.; Yerkes ; Pillsbury (2); 
Binet (1) ; Colvin; Holt (2) ; Miller; Marshall (2) ; Sidis; White. 



XXIII. Thinking; II. 

1. Are things as they are in consciousness related to one another? 
Is this true of perception, attention? Are we relatively conscious 
of this fact of 'relation' in ordinary perception and attention? What 
of thinking in this connection? Discuss. "When we attend pri- 
marily to the relations between things we employ a phase of conscious 
activity which is thinking." Do we attend to 'relations' or to 'things' 
in relation'? 

2. Discuss from the point of view of Topic XXII, the state- 
ment ; ''Thinking is the manipulation of data given in sensation, per- 
ception, and imagination in such a way that the relationships existing 
between things are actively attended to." . James writes, "A polyp 
would be a conceptual thinker if a feeling of 'Hollo ! thingumbob 
again!' ever flitted though its mind." Discuss. What other elements, 
if any, do you consider necessary to characterize a situation as thought 
or thinking? Discuss; "Thinking is a purposive sequence of states 
of consciousness." 

3. Make a list of the main points in Chapter XIII of Breese, 
Chapter X, Part II, of Hunter and Chapter XI of Pillsbury (3). In 
the light of previous discussions, which do you feel is most satis- 
factory? Which is nearest to the facts of experience, which seems 
least clear in meaning and analysis? Compare with chapters I and 
VI of Dewey. Why is the subject of thought so differently treated 
by different writers ? What are the possible uses of a correct under- 
standing of the process of thinking? 

4. What is a concept; what is its relation to sensation (s), per- 
ception (s), and image (s) ? Which of them have 'meaning'? Has 
a concept a different kind of meaning? What is the process of 
formation of a concept? How would you describe your consciousness 
when you are aware of a concept, — say, that of truth or liberty? 
Are you ever conscious of deliberately forming a concept? 

5. What is the difference between so-called 'scientific' and 
'psychologic' concepts? Between the 'general' and the 'individual' 
concepts? Is there an image in connection with a concept? Is it 
the same thing as the concept? What of the function of language 
and words in this connection ? What is the so-called 'generic image' ? 
WhatiOf 'intension' and extension' of concepts? Do these terms add 
anything to our understanding of concepts or their use? 

6. Can we get concepts 'full grown' from other people or their 
experiences? What does this imply for teaching, for the language 
used with immature minds, for the nature of the activity which would 
best fit children for our civilization, for the misunderstanding of one 
another's language, etc. ? What are the limitations and dangers in 
the use of concepts? What do we mean (in a psychological sense) 
when we say an explanation or proof is too 'theoretic', is 'way up in 
the air'? What are laws, customs, institutions, etc., from the point 
of view of psychology? In what sense are concepts 'real'; in what 
ways has their 'realness' been misunderstood? 

References. 
Same as for Topic XXII. 

/ 



XXIV. Thinking; III. 

1. Dewey, chapter VI, states that 'upon examination, each in- 
stance (of thinking) reveals, more or less clearly, five logically dis- 
tinct steps: 

a— A felt difficulty ; 

b — Its location and definition ; 

c — Suggestion of possible solution; 

d — Development by reasoning of the bearings of the sug- 
gestion ; 

e — Further observation and experiment leading to — belief 
or disbelief. Do you find all these in every case of 
thinking? Show examples, if any, where this is not. 
true. Would you add a further step of subsequent 
(sooner or later) behavior or conduct in accord with 
the result? Are there any other elements? 

2. What is judgment? Does it function in all thinking? Is it 
included in the steps of question 1? What function does the image 
play in judgment, — in the complete act of thought? Can you give an 
example of thought where images predominated, — ^where there were 
few or none? Under what conditions of the process of thinking do 
images function most? 

3. What is 'mental set' in approaching or in connection with a 
problem or a situation requiring thought? Locate in question 1. 
Does a particular mental set sometimes interfere in arriving at a solu- 
tion? Does it change during the process of finding a solution? Give 
concrete examples. What is the similarity between the random move- 
ments which an animal sometimes makes to escape from a cage and 
the process of 'casting about in thought' when in a felt difficulty? 

4. What is the nature of the syllogism? Does it frequently 
function in our actual everyday thinking? Under what conditions is 
it most likely to be used? Is it the purpose of thought to arrange it- 
self, as a system, in syllogisms, or to effect differences in the world 
of conduct? Discuss in this connection; "Any proof (of a given re- 
lationship at issue) is valid that allays doubt and secures belief in 
the mind of the questioner." 

5. What are induction and deduction? What relation to the 
concept? The judgment? What is the nature of the experience(s) 
which leads to an induction, — a deduction? Which is primary in 
experience ? 

6. Sum up, in terms of the three sheets on thinking, the relation 
of thought to things, to experience, to society, to the process of educa- 
tion. How train to think? In what sense is this possible? What 
proportionate share should experiences of things and the words for 
them have in early schooling? What share of the 'talking' should 
teacher and pupil do, and why? 

References, 
Same as for Topic XXII, 



XXV. Affection and Feeling; I. 

1. When you are 'paying attention', when you 'have' a percept, 
a sensation, a memory, etc., etc., is there anything else in consciousness? 
Do you have an attitude toward them and how would you describe or 
identify this? Is it a necessary or inevitable concomitant? Has it 
an objective reference? Have the other things mentioned? How 
would you classify all these things in terms of objective and subjective? 
Does this really distinguish anything? 

2. With reference to what or whom is this affective element? 
When does this affection become feeling? Does affection accompany 
all sensory and ideational processes ? Discuss : "Affection is a unique 
and elementary content of consciousness always accompanying some 
cognitive process and never existing alone." 

3. Can you analyse this element of affection in the sarhe way as 
sensation and find qualities in it? How many? Discuss the differ- 
ences of Wundt (1) and Titchener (1) in this matter? Is there such 
a thing as neutral affective consciousness? Can you apply the Q-I- 
E-D of sensation here? Is affection merely another characteristic 
of sensation? Recall the discussion on this point. Is aft'ection merely 
a second sensation accompanying a given sensation? Give what argu- 
ments you can find from experience in this matter. What of the 
theory that affection is a 'relation' or 'an obscure kind of knowledge'? 

4. Is the pleasant affective tone subsequent to a good dinner the 
same as that realized by reading a good book, by seeing a good play? 
What are the implications of either answer to this? Is excitement an 
affective state of consciousness? (See Wundt) Is it pleasant or 
unpleasant? What conclusions? Do we adapt to pleasant and un- 
pleasant experiences ? Discuss affection in connection with the func- 
tioning of the several senses. What conclusions may be drawn? 
Consider the relation of the intensity of sensation and the intensity 
of affection accompanying it, the duration of each, the quality of each, 
etc. Is pain the same thing as unpleasant affective consciousness? 

5. Can there be a mixed affective consciousness? What hap- 
pens when a percept includes several sensations some of which are 
pleasantly affective in tone, and some the reverse? Discuss the same 
question with reference to memories, and thinking. Does the same 
aff'ective consciousness recur that orginally accompanied the exper- 
ience which is being recalled? What has our momentary purpose to 
do with tone ? Can you recall or image previous affective states ? 

6. What bodily accompaniments of affective states are there? 
What have been the experiments and results in this field? What 
about facial expression? (See Darwin.) What has been the function 
of these things? For the individual, — for the group? 

References. 

I. Breese; Angell (1) ; Colvin and Bagley ; Thorndike (1) (3) ; 
James () ; Pillsbury (3); Stout () ; Titchener (5); Judd (2); Mc- 
Dougal ( 1 ) ; Hunter ; Warren. 

II. Cannon; Crile; Darwin; Ribot (2); Ross; Sidis; Trotter 
Russell (2); Titchener (1) (2); White; Watson (1); Wallas (1) 
Ward, L. F.; McDougal (2); James (1); Thorndike (2) (3) (5) 
Wundt (1); Ward, I. 



XXVI. Affection and Feeling; II. 

1. What is the probable neural basis for the affective qualities 
of pleasantness and unpleasantness? What are 'original satisfiers and 
annoyers' in this connection? Compare the whole treatment in Thorn- 
dike (3), chapter IV, with that of Breese and Watson. Discuss; 
"Pleasantness goes with facilitation and unpleasantness with inhibition 
of neural activity" (Breese). "States of pleasure are connected with 
an increase, and states of pain with an abateman, of some or all of 
the vital functions" (Bain). 

2. What of Titchener's theory of free nerve endings in connec- 
tion with affection. Discuss his statement : ". . . the affections ap- 
pear — not exactly as undeveloped sensations — but at any rate as mental 
processes of the same general kind as sensations, and as mental pro- 
cesses that might in more favorable circumstances have developed into 
sensations." What are the 'nutritive', the 'energy' and the 'action' 
theories of affection? 

3. What is the function of the aff'ective process? Discuss: "In 
the main whatever is immediately beneficial is agreeable and whatever 
is immediately harmful is disagreeable." If this is true, how might 
it have come about in the evolution of life? Is this statement true 
with reference to the majority of the activities of your everyday life? 

4. Recall from question 2 of the preceeding paper the distinction 
you made between affection and feeling. Can you have 'feeling' in 
connection with images, memories, ideals, as well as with sensations? 
Give examples. What is the usual distinction between pure and mixed 
feelings, and simple and complex? Have we the same two kinds of 
feelings as affective processes, i. e., pleasant and unpleasant? Do the 
varieties of the previous sentence involve, at bottom, only these? What 
of the so-called ethical, social, religious, sensuous, intellectual and 
aesthetic feelings? Can you reduce all of these to some phase of 
consciousness plus either pleasantness or the reverse? What of the 
feelings of doubt and certainty? Discuss. 

5. What is a 'mood', aAd how is it related to feeling and affec- 
tion? W^hat is its frequent cause, its neural basis, its bodily accom- 
paniments? What is the relation, if any, of mood and 'tempera- 
ment'? Discuss as for mood, and criticise the theory of the four 
'types' of temperament. What facts of psychology and experience go 
to contradict this classification? What is Wundt's description of these 
types? What is a 'sentiment'? Has it more of an intellectual con- 
tent than any of the other terms of this question? What is the rela- 
tion of all these elements of consciousness to the larger term, — 
emotion? Frame a tentative definition of emotion from the above 
consideration. Does emotion involve sensation (s), affective elements, 
ideas ? 



References 
Same as for Topic XXV. 



XXVII. The Emotions; I. 

1. Discuss: "Probably the most impelling and self-asserting 
mental state ... is emotion. For good or ill it makes the greatest 
disturbance in the course of mental events . . . . " (Pillsbury) (3). 
"Emotion ... is a highly complicated and diffused reaction of the 
whole conscious organism in which many cognitive and affective ele- 
ments are fused together" (Breese). "An emotion is an hereditary 
'pattern-reaction' involving profound changes of the bodily mechan- 
ism as a whole, but particularly of the visceral and glandular sys- 
tems" (Watson) (1). 

2. What proportion to the whole emotion do the bodily changes 
of the last quotation bear? Is there anything else in addition? Dis- 
cuss : "If we fancy some strong emotion, and then try to abstract 
from our consciousness of it all the feelings of the bodily symptoms, 
we find we have nothing left behind, no 'mind-stuff' out of which 
the emotion can be constituted, and that a cold and neutral state of 
intellectual perception is all that remains ..." (James). 

3. What is the James-Lange theory of the emotions, in detail? 
What role does perception play in it? On this basis what part would 
affection play? Can we have emotions without these bodily disturb- 
ances ; the disturbances without the emotions ? What physical ex- 
periments have been carried out ; what body of evidence gathered from 
the stage, etc. ? What are the conclusions ? Does the same emotion 
always have the same bodily accompaniments, and what may be con- 
cluded from this? 

4. What is the apparent function of emotion? Does it always 
facilitate adaptive behavior? Is it ever a hindrance? Has the en- 
vironment of present human experience any significance here? Does 
an emotion ever 'react' in an entirely different situation than that in 
which it was aroused? Does society inhibit the expression of emo- 
tions? All? What emotions are most frequently used in social or 
pseudo-social situations ? 

5. What are, specifically, the human emotions? (See Mc- 
Dougal (2) and Thorndike (2) (3), in particular). What are the 
situations which call each out, and what are the specific reactions for 
each? More than one reaction? More than one emotion called out 
by the same situation? What are the instincts and the instinctive 
tendencies in this connection? Has every instinct an accompanying 
emotion? 

6. What do Darwin and Spencer say of the facial expressions 
in connection with instincts and emotions? Have they had any serv- 
ice in primitive or animal behavior? Have they any function at 
present? What is Wundt's theory? Thorndike's? 



References 
Same as for Topic XXV. 



XXVIII . The Emotions; II. 

1. What classifications of the emotions have been proposed? 
Consult Baldwin, Wundt, Titchener, Thorndike, and Warren, in par- 
ticular. Can you suggest other bases of classification? What is 
Watson's (1) attitude? 

2. In remembering an experience which was highly colored with 
emotion, is the memory also tinged with emotion? With the same 
emotion? Would this add another type of memory to the groups 
discussed under that topic? Does this mean that images of an emotion 
exist, or that an actual emotion^ like the original is experienced? 
What would be the neural or structural basis of this? 

3. What are the simple emotions? (Compare question 1). Do 
complex emotions exist? What would the following be compounded 
of: Contempt, scorn, loathing, fascination, etc.? (See McDougal). 

4. What is the aesthetic emotion? (See Topic XXVI, question 
4.) What is empathy? Discuss: "Pleasure thought of as a quality 
of an object leads us to call it beautiful." Why is a satisfying full 
meal not called beautiful, while a rose is? Is it a matter of culture, 
tradition, etc. ? Discuss. What is technique in this connection ? Is 
there such a thing as a beautiful taste, smell or touch? Discuss 

5. In the light of questions 1 and 4 of Topic XXVII, sum up, 
roughly, the directive force and proportionate functioning of thought 
and emotion. What significance for the school? What application 
to the problems of labor? What is the theory and what the results 
of Tead in his investigation of instinct in relation to industry? What 
is the attitude of Trotter? Do these considerations belong to the 
psychological study of emotion? 

6. Is it possible to study the mechanism of the emotions in the 
same way as that of sensations, perceptions, etc. ? What are Watson's 
suggestions for a method of study? Is it a fact that we are, in 
general, less aware of the emotional status of our associates than of 
their intellectual abilities? Why? How would you determine norms 
or standards of sensitivity, variability, quality or type, etc. ? Are emo- 
tional reactions determined primarily by environment or heredity? 
What can be accomplished in the modification of emotional reactions 
by reshaping the environment? 

7. What is the technique of the 'controlled association word re- 
action'? The 'free association method'? What do these reveal, and 
what use may be made of the results? Discuss Freud's theory of the 
significance of slips, errors in speech, bodily posture, useless habits 
(biting nails, etc.), dreams, etc. What other methods of investigating 
emotions or emotional responses? (See Watson (1), in particular.) 



References 

Same as for Topic XXV, See also Tead ; Trotter ; Brill ; Freud 
(1) (2); White. 



XXIX. Types of Behavior 

1. Discuss: "From its very first appearance in the life process, 
consciousness has been connected with the motor responses. In fact 
its fundamental function has been to guide behavior" (Breese). Com- 
pare Topics I-V. 

2. What native forms of behavior are there, what is their rela- 
tion to other forms, and what modifications are they subject to? Are 
they necessarily or always accompanied by consciousness? How do 
the acquired forms of behavior contrast in their frequency, complexity, 
susceptibility to modification, usefulness, the situations which call 
them out, etc., etc.? (See Woodworth, in particular.) How do native 
and acquired forms of behavior merge into a given reaction? 

3. Distinguish, and give examples of the following: purely 
physiological reactions, unco-ordinated random reactions (?), native 
reflexes, instincts, acquired reflexes, habits, ideo-motor reactions, voli- 
tional reactions. Show the relation of previous experience (if any) 
to each, its function, its probable neural basis, typical situations em- 
bodying them, their modifiability, etc. Are any of them compounds 
of others ? 

4. What can you say of purpose in relation to the terms of 
question 3 ? In what different senses of the word ? Does co-ordina- 
tion imply purpose? What has been the origin or process of develop- 
ment of the reflexes and instincts? Does consciousness imply pur- 
pose-^ 

5. What are the specific instincts in man? How do they com- 
pare in number and complexity, as well as servicability with those of 
animals? What does this imply? With what may instincts be most 
readily confused? What is the order of appearance of the various 
instincts? Any variation? (See Thorndike (2) (3), in particular.) 
Are instincts ineradicable? What of their functioning in the complex 
social life of man ? What experimental work has been done in con- 
nection with the instincts ? Discuss, again, the emotions in this con- 
nection, the school. See Topic XXVIII. 

6. ' Discuss : "Volitional action is (therefore) a transitional stage 
of activity. It is really not acquired action, but action in the stage of 
being acuired" (Breese). What of consciousness in this connection? 
Purpose? The contents of consciousness? Can you never do a voli- 
tional act which you have often done before? Discuss all that is 
involved. 

7. What is the function of images, memories, perceptions, sen- 
sations, etc., in a volition? In the instance of images, will a mere 
image or idea of what it is desired to do, result in the appropriate 
movement or reaction ? Discuss : "... An idea does not tend to 
produce the act which it is an idea of, but only that which it connects 
with as a result of the laws of instinct, exercise and effect" (Thorn- 
dike). Compare also the trial and error method of bringing about 
results. What part, if any, does an idea of the necessary act play 
in such a method? Is there any volition in it? 

References 

I. Breese; Angel! (1) ; Colvin and Bagley; Thorndike (1) (3) ; 
James (2) ; Pillsbury (3) ; Stout (2) ; Titchener (5) ; Judd (2) ; Mc- 
Dougal ( 1 ) ; Hunter ; Warren ; Watson ( 1 ) . 

II. Hobhouse (1) (2) ; Holt (1) (2) ; Haldane; Jennings; Loeb 
(2) (3); Morgan (1) (2) (3( (4); Trotter; Tead; White, Wood- 
worth; Thorndike (2) ; Stout (1) (3) ; Ward, T- ; James (1) ; Titch- 
ener ri) (2); Wundt (1). 



XXX. The Will 

1. Have we or do we experience a 'will' in the same sense as 
sensations, perceptions, images, memories, emotions ? Is there a 
'something', an entity, which steps in when everything is ready and 
'starts it off', or 'lets it go'? If you find evidence for such, describe 
the experience. What portion of the total activity of the organism 
is represented by memories, sensations, perceptions, etc. ? Do they, 
at any one moment, represent all that the organism is doing ? Always ? 

2. Does the element of choice, decision, effort, consent or de- 
liberation enter in to what is called will? Do these elements always 
involve will? Is will involved in deciding whether a given perception 
is an illusion or not, in deciding to have coffee rather than tea for 
breakfast, in choosing to remain in bed rather than get up? 

3. Discuss : "By the impulsive quality of a mental state is meant 
(they say), not any peculiar aspect of it as felt, but only its quality of 
being connected directly with an act." "The special psychology of 
the will is chiefly not a descriptive account of the feelings connected 
with conduct, but an account of capacities for and habits of action 
and of the connections between thoughts and acts" (Thorndike (1), 
which see). 

4. Do all states of consciousness lead ultimately to action, either 
internal or observable to an outsider? What of Watson's treatment 
of this point? Does this imply 'wiH' in everything? Discuss: "Every 
state of consciousness tends to culminate in motor activity. This motor 
activity manifests itself in reflexes, instincts, ideo-motor movements, 
habits, and volitional reactions" (Breese). See Topic XXIX. Give 
examples. 

5. What is the function of thought in connection with will? 
What does the consideration of several possible modes of conduct, and 
the final performance of one of them, imply, in this connection? Does 
this mean that past knowledge and experiences are the basis for pres- 
ent behavior? Discuss. 

6. What is the relation of will to mood, motives, temperatment, 
character, the 'self? What is the self in this connection? Discuss. 
Is our 'will' a blend of our interests, desires, ideals, etc. ? Whence 
came these elements? What is the problem of the freedom of the 
will? Is it primarily a psychological question, and what light can the 
study throw upon it? What experimental work has been done in this 
connection? What of the material of Topics I-V? 

7. What would be a satisfactory meaning or interpretation of 
'training the will'? What would be a 'socialized will'? What can 
the school do in both these connections? In what sense, if any, can 
the 'will' of someone else be imposed upon you? What are the meth- 
ods in which suggestion, argument, persuasion, etc., bring about de- 
sired reactions? Examples. Which should the school use? 

References 
Same as for Topic XXIX. 



XXXI . The Self 

1. Describe what would be meant by the phrase: 'The self is 
the psycho-physical organism at work'. Does this make clear the 
meaning of the word 'self? In what sense may the words, 'unity, 
continuity and identity' be used of the self? Does this imply a some- 
thing called a self, independent of and apart from the various aspects 
and states of consciousness which have been considered? Does this 
mean that the self is equal to sensations plus perceptions plus ideas 
plus emotions, etc., etc.? What else, if anything, is there? 

2. Discuss the phrases : '*The mind is a dynamic unity." **The 
self is a developing entity." "The I in man is the expression of the 
co-working of the processes and impulses of the brain." Have we 
more than one self? What is the relation between them and the physi- 
cal organism? Explain, psychologically, *I do not like myself. What 
is the selective agency in the environment which calls forth one or 
the other to action? What is the so-called 'subject self, the 'empirical 
self, and their relation? 

3. What is presumably the origin and the process of growth of 
the self? Have animals selves? In the same sense? Does a self 
imply consciousness ? . Do children have a self before they are con- 
scious of it? Purpose? 'Will'? What are some of the main dif- 
ferences between the self at five months, five years and fifty years? 
What is temperament, mood, etc., in this connection? What is the 
comparative influence of the different factors which co-operate to 
make and form the self (or selves) ? What limits are there to the 
field of expansion of the self? 

4. Discuss, in some detail, the function of sensation as an ele- 
ment in forming the self. What is added by the process of percep- 
tion, memory, images, emotions, thinking, volitional states, attention, 
aflfective consciousness, etc. ? 

5. Is sleep an absolute break in the existence and the function- 
ing of the self (selves) ? How does the self come to begin its func- 
tioning where it left oflf the previous night? Is the environment the 
cause? Would a new environment on awakening mean a new self? 
What of the neural bases of conduct? What is the nature of dreams 
in this connection and the explanation of their particular forms and 
contents? What do thay show of the nature of the self, or the ex- 
istence of more than one self? 

6. What are the more serious disturbances of the self, their 
apparent causes, and the process of reorganization? Do such pheno- 
mena occur in normal life for a shorter period and with less dramatic 
results? Illustrate. What of automatic writing, somnambulism, hyp- 
nosis, 'nervous breakdowns', double personality, insanity, etc., in this 
connection ? 

7. What experimental results have been obtained in connection 
with the self ? What are Watson's suggestions for investigation ? Dis- 
cuss his analogy of the gas engine as a valid representation of self. 

References 
I. Freud (1) (2); Miinsterberg (3); Preyer; White; Breese; 
Warren; Watson (IV 

II. Adler; Baldwin (3) ; Binet (2) ;Barr; Binet and Simon (1) ; 
Brill; Burr; Hart; Jung; Leary ; Trotter; Titchener (1) (2) ; Wood- 
worth. 



XXXII. Some General Considerations 

1. From the point of view of the Topic on the Self (XXXI), 
frame a definition of psychology. Discuss some definitions you have 
met with in your reading. 

2. Do you judge that the majority of texts which you have con- 
sulted have sufficiently stressed the physiological side of psychology? 
Of how great importance do you judge this aspect of the study to be? 

3. Classify some twenty of thirty of the references which you 
have used most frequently into three groups, Watson representing one 
type, Ward, J., another, and Breese a third. In what particular divi- 
sions of the subject do you find the greatest differences? What one 
single book would you choose, and why? 

4. Along what lines does the science seem to be developing most ? 
What signs of opposition are there? What is your own opinion about 
the most satisfactory method for psychology? Was this embodied in 
your definition ? Do you think that a laboratory is necessary for the 
study of psychology? For all psychology, or for what portions? 

5. What do you think of the relations, at present, of psychology 
to the practical arts, to industry, to employment, etc. ? What would 
you suggest in this connection? 

6. How do you compare the actual results of psychology with 
those of some physical science, — in exactness, in objectivity, etc. ? 
What improvement could possibly be made here, and how would you 
endeavor to bring it about? 

7. Do you think that the study of psychology is of any value in 
individual experience; in the associated life of society; in the teach- 
ing of children; in the training of teachers? Give examples of such 
value in concrete cases. 

8. Would such knowledge merely add to the pleasures and con- 
veniences of life? What additional changes might it bring about? 
What evidence have we that this would be true? 

9. What are some of the more important problems at present 
under the consideration of psychologists? What methods are they 
using in each particular case of which you have knowledge? What 
are the bearings of the problems and their solutions? 

10. How would you approach the psychological study of such 
subjects as art or religion? Is it likely that only a psychological study 
of the facts and their history would reveal the real nature of such 
activities? What has been the method of approach to these studies? 
What other fields of activity have been or could be profitably studied 
from the psychological point of view? 

11. From a psychological point of view how would you explain 
an advance in the general nature of human life? Has the individual 
improved? What are the implications of your conclusions? 



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